TY - JOUR
T1 - Classroom discussion practices in online remote secondary school settings during COVID-19
AU - Gutentag, Tony
AU - Orner, Aviv
AU - Asterhan, Christa S.C.
N1 - Publisher Copyright:
© 2022 Elsevier Ltd
PY - 2022/7
Y1 - 2022/7
N2 - Academically productive talk (APT) in classrooms has long been associated with significant gains in student learning and development. Yet, due to COVID-19 related restrictions, teachers around the world were forced to adapt their teaching to online, remote settings during the pandemic. In this investigation, we studied APT in junior high school during extended online, remote teaching spells. Specifically, we focused on the extent APT was a part of online teaching practices, what characterized teachers who tended to promote APT more in online, remote teaching, and associations between APT and teacher well-being, as well as student motivation and engagement. Findings from two survey studies (Study 1: 99 teachers, and 83 students; Study 2: 399 teachers) revealed the following patterns: Students and teachers agreed that APT was used to a lesser extent in remote, online classes, and associated with more interactive instructional formats (whole classroom discussion, peer group work, and questioning), but not with frontal teaching and individual task completion. Teachers with a higher sense of teaching self-efficacy, autonomous orientations, and higher empathy tended to promote APT in online, remote teaching more. More APT was associated with greater teachers’ work-related (i.e., lower burnout, more commitment to teaching, and lower turnover intentions) and psychological well-being (i.e., less depressive and anxiety symptoms, and higher subjective well-being). Finally, student experiences with APT in online, remote learning was positively associated with learning motivation and engagement. Theoretical and practical implications are discussed.
AB - Academically productive talk (APT) in classrooms has long been associated with significant gains in student learning and development. Yet, due to COVID-19 related restrictions, teachers around the world were forced to adapt their teaching to online, remote settings during the pandemic. In this investigation, we studied APT in junior high school during extended online, remote teaching spells. Specifically, we focused on the extent APT was a part of online teaching practices, what characterized teachers who tended to promote APT more in online, remote teaching, and associations between APT and teacher well-being, as well as student motivation and engagement. Findings from two survey studies (Study 1: 99 teachers, and 83 students; Study 2: 399 teachers) revealed the following patterns: Students and teachers agreed that APT was used to a lesser extent in remote, online classes, and associated with more interactive instructional formats (whole classroom discussion, peer group work, and questioning), but not with frontal teaching and individual task completion. Teachers with a higher sense of teaching self-efficacy, autonomous orientations, and higher empathy tended to promote APT in online, remote teaching more. More APT was associated with greater teachers’ work-related (i.e., lower burnout, more commitment to teaching, and lower turnover intentions) and psychological well-being (i.e., less depressive and anxiety symptoms, and higher subjective well-being). Finally, student experiences with APT in online, remote learning was positively associated with learning motivation and engagement. Theoretical and practical implications are discussed.
KW - Distance education and online learning
KW - Secondary education
KW - Teaching/learning strategies
UR - http://www.scopus.com/inward/record.url?scp=85125484406&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2022.107250
DO - 10.1016/j.chb.2022.107250
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
C2 - 35250162
AN - SCOPUS:85125484406
SN - 0747-5632
VL - 132
SP - 107250
JO - Computers in Human Behavior
JF - Computers in Human Behavior
M1 - 107250
ER -